This article is an investigation into G. E. M. Anscombe's suggestion that there can be cases where belief takes a personal object, through an examination of the role that the activity of teaching plays in Anscombe's discussion. By contrasting various kinds of ‘teachers’ that feature in her discussion, it is argued that the best way of understanding the idea of believing someone personally is to situate the relevant encounter within the social, conversational framework of ‘engaged reasoning’. Key features of this (...) framework are highlighted, and are used to characterise the distinctive kind of teaching and learning germane to Anscombe's suggestion. (shrink)

I examine a distinctive kind of injustice which arises when people are maltreated in their capacity as potential conveyors of knowledge. Extant discussions of testimonial injustice usually assume that the injustice occurs when an audience ignores the claims made by a testifier. This assumption obscures the fact that there are occasions where the best framework for thinking about testimonial injustice is that of inappropriately rejecting, not ignoring, those claims; the injustice differs in these two kinds of case. Light is thrown (...) on the injustice involved in inappropriate rejection by examining the epistemic import of the distinctive second-person interrelations in play in such testimonial interactions. (shrink)

In this paper I direct attention to one feature of Hacking’s recent work on styles of reasoning and argue that this feature is of far greater philosophical significance than Hacking’s limited discussion of this suggests. The feature in question is his use of ‘legendary beginnings’ in setting out a given style, viz. the method of introducing a style of reasoning by recounting a popular and quasi-mythical narrative that ties the crystallisation of that style to a particular person in a particular (...) place and at a particular time. Whilst Hacking both deploys and discusses this method, his comments suggest that this is primarily a stylistic device employed for reasons of expedience. In contrast, it is argued here that recounting the legendary origins of a style of reasoning affords a distinctive way of vindicating that style, a vindication from within the style itself. (shrink)

Philosophical writing in the advocatorial mode aims to advance a given position by reasoned argument designed to rationally persuade anyone of its veracity. Philosophical writing in the confessional mode uses theoretical reasoning and critical rigour in the course of arriving at a specific kind of philosophical self-judgment with therapeutic intent. Here I suggest that the best way to read Samantha Vice’s paper (‘How Do I Live in This Strange Place?’) is to treat it as written in the confessional, and not (...) the advocatorial, mode, and that this way of reading the paper provides an alternate way of reflecting on some of the contentious claims Vice makes. (shrink)

Abstract The distinction between thick and thin concepts has been a central part of recent discussion in metaethics. Whilst there is a debate regarding how best to characterise the distinction, it is commonly accepted that ethical theorising traditionally focuses on the thin, leading some to contend that moving from considering thin to thick concepts leads to a very different, and preferable, conception of ethics. Not only does a similar distinction between thick and thin concepts suggest itself within epistemology, traditional discussion (...) within epistemology also seems to focus on the thin in a similar manner. The question of a possible parallel beckons: Is there a comparable distinction between thick and thin epistemic concepts? Would a move from thin to thick lead to an alternative and/or preferable epistemology? (shrink)

"Robert Brandom" is one of the most significant philosophers writing today, yet paradoxically philosophers have found it difficult to get to grips with the details and implications of his work. This book aims to facilitate critical engagement with Brandom's ideas by providing an accessible overview of Brandom's project and the context for an initial assessment. Jeremy Wanderer's examination focuses on Brandom's inferentialist conception of rationality, and the core part of this conception that aims to specify the structure that a set (...) of performances within a social practice must have for the participants to count as sapient beings by virtue of their participation in the practice, and for the performances within the practice to have objective semantic content by virtue of their featuring within the practice. Wanderer's exploration of these two goals forms the structure to the book. It Includes: Part I that provides a structural model of linguistic practice and considers various groups of potential participants in terms of their relationships to this practice; and, Part II that examines the meaning of the performances that are caught up in this gameplaying practice. Brandom's approach to semantics is outlined and the challenge such an approach has in allowing for a representational dimension of language and thought is explored. Wanderer offers readers a valuable framework for understanding the Brandomian system and helps situate Brandom's systematic theorizing within contemporary Anglo-American philosophy. This book will be a sought after aid to reading Brandom for advanced students and philosophers engaging with his challenging body of work. (shrink)